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Assignment Cover Sheet: Electronic Submission

Title of work Effectiveness of Say All Fast Minute Every

Day Shuffled (SAFMEDS) Technique for
Self-Learning Key Terms in Psychology
Module title Psychology

Module code ELSCI09/MOD008113

Aru college Student ID 43210

Submission deadline 24/02/2023

Word count 755 Words

(excluding references)

Please state which referencing Harvard

system you have used: Harvard,
OSCOLA or APA

Most students should use Harvard;

however, Law students may use
OSCOLA and Psychology students
may use APA

STUDENT DECLARATION

I understand the aru college policy on plagiarism and confirm that the
material contained in this assignment is my own work, unless otherwise
acknowledged, and I have not allowed my own work to be plagiarised.
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Effectiveness of Say All Fast Minute Every Day Shuffled (SAFMEDS)

Technique for Self-Learning Key Terms in Psychology

Introduction

Psychology is a diverse field encompassing various sub-disciplines, such as

clinical, social, and cognitive psychology. Students must learn and remember key

terms, definitions, and facts to understand these sub-disciplines' complex concepts and

theories. For a long time, educators in this sector have been in an ongoing search for

fresh, more efficient ways to instruct their students (Boling et al., 2020, pp.253-254).

Thus, precision teaching strategies have been developed. Precision teaching is an

effective and systematic way to evaluate student performance based on educational

instruction and evaluation (Quigley et al., 2017, pp.283–301). In addition to SCC, the

Say-all-fast-minute-every-day-shuffled, or SAFMEDS, is a specific PT-style

technique frequently employed for instruction and assessment (Quigley et al., 2017,

pp.283–301). Precision teaching will have been achieved.

The learning approach SAFMEDS, which emphasizes "seeing" the stimulus,

was developed in the late 1970s and the early 1980s from the work of Ogden Lindsley

and focused on "seeing" the stimulus (often a flashcard) and "speaking" a response. It

has been demonstrated that using the say-all-fast-minute-every-day-shuffled

(SAFMEDS) approach in precision teaching is an efficient way to assess

performance, provide instructional opportunities, and encourage the generalization of

abilities. The SAFMED experimentation procedure is employed in this study to

demonstrate the viability of the PT style in the education industry.

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Objectives and Hypothesis

This research aims to assess the efficacy of the Say All Fast Minute Every Day

Shuffled (SAFMEDS) strategy in assisting students in learning and remembering key

concepts in psychology. The study hypothesizes the SAFMEDS technique will help

assist students in self-learning and remembering key terms in psychology, resulting in

increased performance on a test of crucial term knowledge in psychology.

Methodology/Design

The repeated measures in the field experiment research method were utilized

in this investigation (Schober and Vetter 2018, pp.569–575). Throughout SAFMEDS,

the same research design is used multiple times. This strategy guarantees the

consistency and dependability of the study results (Quigley et al., 2021, pp.679–703).

The SAFMEDS design includes a baseline survey of repeated experiments, then

multiple rounds of data collection that each measure the same variables. This allows

investigators to evaluate outcomes over time and spot any potential changes.

Also, the repeated design enables researchers to seek patterns and trends in the

data, which may aid in a better understanding of the study participants' behaviour and

reactions. SAFMEDS can give a complete account of the respondents and reach more

reliable results by reusing the same research strategy (Schober and Vetter 2018,

pp.569–575). The independent variable was assisting students in self-learning and

remembering key terms in psychology using the SAFMEDS technique; the dependent

variable was a performance on a test of knowledge of critical terms in psychology.

Participants

The researcher was one female aged thirty to fifty years and was the study's

participant (the author of this report). Being a participant in the study enabled the
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researcher to gain a deeper understanding of the research topic and identify potential

areas for further investigation. Furthermore, the participant’s experiences and insights

were valuable in forming the study's conclusions.

Materials and procedure

A deck of SAFMEDS cards and a timer were used to test the level of

understanding of the essential psychological terminologies which were utilized in this

study. The SAFMEDS cards comprised vital terminology and definitions relevant to

psychology. The multiple-choice questions were used to assess the understanding of

essential topics in psychology by grouping the right questions answered separately

from the wrong answered questions. The procedure was separated into two sections.

The first component was a baseline measurement performed by the researcher (the

author of this report), and the second was an intervention. The researcher did not

review the cards ahead of time for the baseline measurement.

The researcher set the stopwatch for one minute and reshuffled the deck of

SAFMEDS. The timer was then started, and the researcher moved through the cards

as quickly as possible, answering the questions on the grey side and checking the

response on the white side without going beyond the one-minute time limit. The

researcher then split the SAFMEDS they responded adequately into one pile and their

Learning Opportunities into another. The researcher counted the cards in each pile,

entered the data for both the correct and wrong answers, and keyed them into the

Standard Celeration Chart Excel file. The baseline procedure was required to be

repeated three times. For the intervention, the researcher used a timer to study the

SAFMEDS for 15 minutes.

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Reference list

Boling , E. et al. (eds) (2020) “Handbook of Research in Educational

Communications and Technology,” Learning Design, (5ed), pp. 253–254.

Available at: https://doi.org/10.1007/978-3-030-36119-8.

Quigley, S.P., Peterson, S., Frieder, J.E., Peck, K.M., Kennedy-Walker, A. and

Chirinos, M. (2021). An Evaluation of Multiple SAFMEDS Procedures.

Behavior Analysis in Practice. https://doi.org/10.1007/s40617-020-00527-7.

Quigley, S.P., Peterson, S.M., Frieder, J.E. and Peck, K.M. (2017). A Review of

SAFMEDS: Evidence for Procedures, Outcomes and Directions for Future

Research. Perspectives on Behavior Science, [online] 41(1), pp.283–301.

doi:https://doi.org/10.1007/s40614-017-0087-8.

Schober, P. and Vetter, T.R. (2018). Repeated Measures Designs and Analysis of

Longitudinal Data. Anesthesia & Analgesia, 127(2), pp.569–575.

doi:https://doi.org/10.1213/ane.0000000000003511.